First Year Secondary Teachers Perceptions Of Their Preparedness To Integrate 21st Century Skills Into The Technology Rich Classroom

Download First Year Secondary Teachers Perceptions Of Their Preparedness To Integrate 21st Century Skills Into The Technology Rich Classroom full books in PDF, epub, and Kindle. Read online First Year Secondary Teachers Perceptions Of Their Preparedness To Integrate 21st Century Skills Into The Technology Rich Classroom ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!

First-year Secondary Teachers' Perceptions of Their Preparedness to Integrate 21st Century Skills Into the Technology-rich Classroom

Author : Tracie Quinn Omohundro
Publisher :
ISBN 13 :
Total Pages : 312 pages
Book Rating : 4.:/5 (936 download)

DOWNLOAD NOW!

Book Synopsis First-year Secondary Teachers' Perceptions of Their Preparedness to Integrate 21st Century Skills Into the Technology-rich Classroom by : Tracie Quinn Omohundro

Download or read book First-year Secondary Teachers' Perceptions of Their Preparedness to Integrate 21st Century Skills Into the Technology-rich Classroom written by Tracie Quinn Omohundro and published by . This book was released on 2015 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: School districts continue to integrate emerging technologies and expectations for 21st century teaching and learning. This movement began with release of Goals 2000 (1994) and has continued through National Education Technology Plan (2010) that noted the "challenge for our education system is to leverage technology to create relevant learning experiences that mirror students' daily lives and the reality of their futures." In order to meet that challenge, schools must enlist teachers who are prepared to teach 21st century skills in the technology-rich classroom. Teacher education programs also need to align their preparation models to prepare teachers for that challenge. There are a variety of models "stand-alone instructional technology courses, online courses, content methods courses, practicum and student teaching experiences" used to achieve this. Several grant programs provided financial support in the early 21st century to help institutions implement new models of instruction for preservice teachers. Also, several frameworks emerged to guide classroom instruction as teachers implemented 21st century skills into technology-rich classrooms. The purpose of the current study was to understand teachers' perceptions of their preparedness to teach 21st century skills in the technology-rich classroom. The study was driven by research questions which sought to understand (a) teacher preparation models in the areas of technological, pedagogical, and content knowledge, (b) teachers' perceptions of their teacher education programs effectiveness for teaching 21st century skills in the technology-rich classroom, (c) teachers' feelings of efficacy and self-confidence for first-year implementation, and (d) if relationships exist between particular teacher preparation models and teachers' perceptions of effectiveness and adequacy. A mixed method design was used to explore the research questions. Twenty-nine first-year high school teachers in a technology-rich school district with a framework for 21st century skills integration participated in a survey. Six teachers participated in follow-up focus groups at the end of their first-year of teaching. The researcher used quantitative analysis for the survey and qualitative coding for the focus group interviews. The two analyses were reported together to develop findings in response to the research questions.

Technology Integration Perceptions of Pre-service Teachers

Author : Christine E. Strayer
Publisher :
ISBN 13 :
Total Pages : 328 pages
Book Rating : 4.:/5 (776 download)

DOWNLOAD NOW!

Book Synopsis Technology Integration Perceptions of Pre-service Teachers by : Christine E. Strayer

Download or read book Technology Integration Perceptions of Pre-service Teachers written by Christine E. Strayer and published by . This book was released on 2011 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study is an examination of pre-service teachers' perceptions of educational technology, in the hope of closing the gap between the demands of instructional technology integration and teacher preparedness to meet those demands. Specifically, this study examines the perceptions of the pre-service teachers enrolled in the ENG 4800 Teaching Literature in the Secondary School class at Western Michigan University. Areas to be addressed included changes to the pre-service teachers' perceptions of self-efficacy and confidence, when educational technology resources were embedded in a post-secondary class curriculum one semester. The demands placed upon teachers, new or experienced, to effectively integrate technology into classroom instruction has grown exponentially over a relatively brief period. The speed of emerging technology resource development has left many teachers overwhelmed and unprepared to meet these growing demands. The primary goal for this study was to obtain a deeper understanding of the potential benefits to pre-service teachers, when provided with the opportunity to learn how to use educational technology in a content-specific context, prior to using it in their own classroom instruction. Specific objectives for the study included gaining a clearer understanding of pre-service teachers' perceptions, prior to the implementation of the educational technology, the pre-service teachers' perceptions of the resources provided during the study, and the impact the experience had on the subjects' perceptions, following the study.

Experiencing New Technology

Author : Christine Redman
Publisher :
ISBN 13 :
Total Pages : 12 pages
Book Rating : 4.:/5 (16 download)

DOWNLOAD NOW!

Book Synopsis Experiencing New Technology by : Christine Redman

Download or read book Experiencing New Technology written by Christine Redman and published by . This book was released on 2012 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper analyses pre-service teachers' perceptions of the affordances of new technology after experiencing two social media tools embedded into their coursework. This sociological ethnographic study builds upon previously gathered data that highlighted that 72% of pre-service teachers in the Masters of Teaching degree use personal mobile devices. Personal technology use was high, and the previous survey demonstrated that participants held a positive outlook for technology use in their future classrooms. However, these pre-service teachers had difficulty in articulating an educational vision for this technology. This study draws upon data from 120, second year Masters of Teaching pre-service teachers. Our focus, as academic staff, was to provide opportunities for all pre-service teachers to meaningfully experience the possibilities for learning spaces offered by new technologies. We scaffolded learning opportunities for pre-service teachers into lectures and workshops focusing on two social media tools: "Edmodo" and "Twitter". Participants were surveyed prior to their experiences, and their written reflections on the affordances of "Edmodo" and "Twitter" at the end of the semester were also coded. Personal mobile device use in this group increased, with more than 80% having a smart phone, and also at least one other personal mobile device (i-Pod, Laptop, i-Pad). Data displays a shift in pre-service teachers' perceptions of future use of these technologies within their own classrooms. Their reflections on "Edmodo" and "Twitter" show a refined ability to identify the possibilities of both tools, with many respondents providing a new and favorable vision for using of at least one of these in their future primary classroom practices. This study also outlines for us "where to next" for pre-service teacher preparation for teaching 21st century skills. (Contains 4 tables.).

Secondary School Teachers' Perceptions of Laptops in Classrooms

Author : Smith Alfreda
Publisher : LAP Lambert Academic Publishing
ISBN 13 : 9783659751516
Total Pages : 208 pages
Book Rating : 4.7/5 (515 download)

DOWNLOAD NOW!

Book Synopsis Secondary School Teachers' Perceptions of Laptops in Classrooms by : Smith Alfreda

Download or read book Secondary School Teachers' Perceptions of Laptops in Classrooms written by Smith Alfreda and published by LAP Lambert Academic Publishing. This book was released on 2015-07-10 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Similar to most schools, the availability of technology is not a problem for HMS and HHS, but changing attitudes and perceptions about technology use still remains a concern. The focus of digital age teaching and learning needs to remain a priority in education or technology integration will lack understanding and direction (Mueller, Wood, Willoughby, Ross, & Specht, 2008). Because of the amount of money budgeted for technology expenditures, district and school leaders are under pressure from stakeholders to promote effective use of technology (Schrum & Levin, 2009). With the increased amount of funding in the area of technology provided to the two schools in this study as well as the overwhelming demand for constructivist style teaching and learning, a minimum amount of study has been done in HSD to determine whether the teachers perceive technology integration as a pivotal part of developing essential skills to compete in global society and how professional development play a role in the implementation.

Teachers' Perceptions of Professional Development for One-to-one Technology Integration in an Elementary School Setting

Author : Megan Knops
Publisher :
ISBN 13 : 9780355628234
Total Pages : 137 pages
Book Rating : 4.6/5 (282 download)

DOWNLOAD NOW!

Book Synopsis Teachers' Perceptions of Professional Development for One-to-one Technology Integration in an Elementary School Setting by : Megan Knops

Download or read book Teachers' Perceptions of Professional Development for One-to-one Technology Integration in an Elementary School Setting written by Megan Knops and published by . This book was released on 2017 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research supports the educational value of students using one-to-one devices in the school setting. For the purpose of this case study, a one-to-one device is a small portable electronic computing device. This dissertation examines how putting a one-to-one-device into the hands of every student directly affects the professional development needs of teachers as it relates to teachers' ability to integrate technology into their instruction. Specifically, this case study analyzes how professional development is perceived by teachers as it relates to their integration of one-to-one technology into instruction and what type of professional development teachers prefer in order to meaningfully implement one-to-one technology into their instruction. Hence, this dissertation addresses what type of technology professional development is necessary for the successful implementation of one-to-one devices. This case study looked at teacher self-efficacy in using technology during instruction, as well as the professional development needs teachers may have, which would allow for their effective integration of technology into instruction. The results indicate that if technology is an integral part of how a teacher delivers instruction, teachers then need to be empowered with the necessary professional development. After analyzing the teachers' perceptions of professional development as it related to one-to-one technology integration, the three themes that emerged from this case study were lack of structured professional development, unclear expectations, and attitudinal resistance to one-to-one device integration. This case study identified that the teachers in the study's school district lack the appropriate level of professional development to implement one-to-one technology meaningfully into their instruction. By identifying the problem and analyzing the data through an online survey and face-to-face interviews, the reader will be better able to understand why teachers may not be prepared to deliver instruction using one-to-one devices without a more defined vision from their district and technology professional development that will meet their individual needs. These findings are significant because they will help school districts plan the appropriate level and types of professional development opportunities that are needed to support their teachers in effectively implementing one-to-one technology into instruction.

Secondary Teachers' Perceptions and Self-efficacy Regarding Technology Integration

Author : Christopher Brantley
Publisher :
ISBN 13 :
Total Pages : 194 pages
Book Rating : 4.:/5 (12 download)

DOWNLOAD NOW!

Book Synopsis Secondary Teachers' Perceptions and Self-efficacy Regarding Technology Integration by : Christopher Brantley

Download or read book Secondary Teachers' Perceptions and Self-efficacy Regarding Technology Integration written by Christopher Brantley and published by . This book was released on 2017 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to examine how teachers from various levels of technology self-efficacy perceive and implement technology within their specific classroom. Using a qualitative approach, I explored four public schools from a medium to large-sized school district in the Southeastern United States. The Technology Integration Confidence Scale (TICS) was used to purposively select 10 secondary teachers from the west side of Beach County (a pseudonym). The secondary teachers were placed into three groups based upon their individual self-efficacy level towards technology integration: (a) low, (b) average, and (c) high. Data was collected through the following methods: (a) TICS questionnaire, (b) face-to-face interviews, (c) classroom observations, and (d) focus groups. Social cognitive theory and activity theory were used as the theoretical framework. The data was analyzed using the seven steps as prescribed by Moustakas (1994): (a) bracket my personal knowledge, (b) record all relevant statements, (c) list non-repetitive/non-overlapping statements, (d) develop meaning units, (e) synthesize themes, (f) reflect and construct a description, and (g) construct a composite description of the lived experiences. Using this framework, five distinct themes emerged: (a) perceived integrated environment, (b) criteria for selection, (c) professional development, (d) integration barriers, and (e) reflective observations. The findings of this study will impact two main stakeholders: (a) the district leadership, whereas the district must provide adequate availability as well as a comprehensive districtwide technology use plan and (b) the classroom teachers, whereas they need to make a commitment to learn as well as use the technology.

Exploring the Intersection of Science Education and 21st Century Skills

Author : National Research Council
Publisher : National Academies Press
ISBN 13 : 030914518X
Total Pages : 144 pages
Book Rating : 4.3/5 (91 download)

DOWNLOAD NOW!

Book Synopsis Exploring the Intersection of Science Education and 21st Century Skills by : National Research Council

Download or read book Exploring the Intersection of Science Education and 21st Century Skills written by National Research Council and published by National Academies Press. This book was released on 2010-02-26 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: An emerging body of research suggests that a set of broad "21st century skills"-such as adaptability, complex communication skills, and the ability to solve non-routine problems-are valuable across a wide range of jobs in the national economy. However, the role of K-12 education in helping students learn these skills is a subject of current debate. Some business and education groups have advocated infusing 21st century skills into the school curriculum, and several states have launched such efforts. Other observers argue that focusing on skills detracts attention from learning of important content knowledge. To explore these issues, the National Research Council conducted a workshop, summarized in this volume, on science education as a context for development of 21st century skills. Science is seen as a promising context because it is not only a body of accepted knowledge, but also involves processes that lead to this knowledge. Engaging students in scientific processes-including talk and argument, modeling and representation, and learning from investigations-builds science proficiency. At the same time, this engagement may develop 21st century skills. Exploring the Intersection of Science Education and 21st Century Skills addresses key questions about the overlap between 21st century skills and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications.

Secondary Teachers' Perceptions of One-to-One Technology Program Implementation and Use

Author : Katelyn Donohue
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (142 download)

DOWNLOAD NOW!

Book Synopsis Secondary Teachers' Perceptions of One-to-One Technology Program Implementation and Use by : Katelyn Donohue

Download or read book Secondary Teachers' Perceptions of One-to-One Technology Program Implementation and Use written by Katelyn Donohue and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Teachers' Perceptions Regarding the Efficacy of Technology Integration Into the Classroom

Author : Cheryl Cooper
Publisher :
ISBN 13 :
Total Pages : 266 pages
Book Rating : 4.:/5 (875 download)

DOWNLOAD NOW!

Book Synopsis Teachers' Perceptions Regarding the Efficacy of Technology Integration Into the Classroom by : Cheryl Cooper

Download or read book Teachers' Perceptions Regarding the Efficacy of Technology Integration Into the Classroom written by Cheryl Cooper and published by . This book was released on 2006 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Technology Integration and Novice Teachers

Author : Lisa Marie Abate
Publisher :
ISBN 13 :
Total Pages : 610 pages
Book Rating : 4.:/5 (773 download)

DOWNLOAD NOW!

Book Synopsis Technology Integration and Novice Teachers by : Lisa Marie Abate

Download or read book Technology Integration and Novice Teachers written by Lisa Marie Abate and published by . This book was released on 2006 with total page 610 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this study was to examine first year teachers' experiences incorporating instructional technology into their teaching through the lens of Technology-Pedagogical Content Knowledge. Technology-Pedagogical Content Knowledge is a fairly new concept drawn from the concept of Pedagogical Content Knowledge, originating with Shulman. Participating teachers were graduates of a Southwestern University's College of Education laptop initiative that required all College of Education students to purchase a laptop. The laptop was used throughout their pre-service teaching course work. The first graduating cohort of this initiative was surveyed during their first full year of teaching. Ten of those surveyed then participated in interviews and journal writing related to their technology integration experiences. Results indicated that for the most part these new teachers are not facing access and support related barriers to technology use, though time constraints are still an issue. Results also indicated that the teachers are using technology in their instructional activities, and are continuing to grow in their technology integration skills. The basis in technology use from their College of Education combined with the technology-supportive school atmosphere in which they teach appears to be an environment that is fostering teachers who are willing to experiment with technology integration and are planning how to integrate it more in the coming school year. Their understanding of the connections between technology, content and pedagogy, their t-PCK, are developing and transforming. Impact on the field includes a greater understanding of how teachers come to design lessons for technology integration as well as a greater understanding of how graduates from teacher preparation programs with an emphasis on technology integration are able to apply their skills upon entering the teaching field.

The Science of Learning and Development

Author : Pamela Cantor
Publisher : Routledge
ISBN 13 : 100039977X
Total Pages : 245 pages
Book Rating : 4.0/5 (3 download)

DOWNLOAD NOW!

Book Synopsis The Science of Learning and Development by : Pamela Cantor

Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

The Preparation of Preservice Teachers for Integrative Technology Use

Author : Brieahna Malia Weatherford
Publisher :
ISBN 13 :
Total Pages : 138 pages
Book Rating : 4.:/5 (932 download)

DOWNLOAD NOW!

Book Synopsis The Preparation of Preservice Teachers for Integrative Technology Use by : Brieahna Malia Weatherford

Download or read book The Preparation of Preservice Teachers for Integrative Technology Use written by Brieahna Malia Weatherford and published by . This book was released on 2015 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology use continues to be an integral component of 21st-century education. Educational leaders and teachers are tasked with using technology as an approach to forge new ways of thinking, effectively connecting educational content with real-world understanding. This new era of technology-driven teaching and learning includes new skill development and applications of 21st-century technology concepts. The use of technology within educational practice is critical, and understanding how to best prepare future educators for effective technology use will impact future generations of learners. The technological, pedagogical, and content knowledge (TPACK) framework supports educators with effectively integrating technology into their teaching as a way to deepen understanding and mastery of the subject matter. Teacher education programs need to adequately prepare future teachers for effective technology integration into the classroom, as well as to address the gap that exists between future teachers and 21st- century teaching and learning practices. The literature supporting this study examined 21st-century skills and learning, the TPACK framework, and actions currently taking place within teacher education programs supporting technology integration into the teaching and learning environment. This study was a mixed-methods design, including survey responses and focus group interviews. Data were collected from one university and analyzed via the lens of the literature and the theoretical framework of phenomenology. Research findings included preservice teacher candidates feeling adequately prepared for technology integration, based on a combination of preservice teachers' prior knowledge and the preparation and organization of the university faculty. The use of informal mentoring proved important for validation and support of technology use in the teaching and learning environment, and the value of face-to-face instruction for the learning, acquisition, and use of digital tools and resources surpassed digital instruction. Areas for future research include longitudinal studies at multiple universities, the use of the TPACK framework within university-level programs for the instruction of pedagogy and methods courses, single standalone technology course versus an integrative approach to teaching and instruction at the university level, and university partnerships for facilitating and supporting best practices toward technology use for effective 21st- century teaching and learning.

Teaching Digital Natives

Author : Marc Prensky
Publisher : Corwin Press
ISBN 13 : 1412975417
Total Pages : 225 pages
Book Rating : 4.4/5 (129 download)

DOWNLOAD NOW!

Book Synopsis Teaching Digital Natives by : Marc Prensky

Download or read book Teaching Digital Natives written by Marc Prensky and published by Corwin Press. This book was released on 2010-03-29 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students today are growing up in a digital world. These "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for today's students. Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an intuitive yet highly innovative and field-tested partnership model that promotes 21st-century student learning through technology. Partnership pedagogy is a framework in which: - Digitally literate students specialize in content finding, analysis, and presentation via multiple media - Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality - Administrators support, organize, and facilitate the process schoolwide - Technology becomes a tool that students use for learning essential skills and "getting things done" With numerous strategies, how-to's, partnering tips, and examples, Teaching Digital Natives is a visionary yet practical book for preparing students to live and work in today's globalized and digitalized world.

Integration of Technology Into the Instructional Practice of New Teachers

Author : Jon Michael Clausen
Publisher :
ISBN 13 :
Total Pages : 290 pages
Book Rating : 4.:/5 (724 download)

DOWNLOAD NOW!

Book Synopsis Integration of Technology Into the Instructional Practice of New Teachers by : Jon Michael Clausen

Download or read book Integration of Technology Into the Instructional Practice of New Teachers written by Jon Michael Clausen and published by . This book was released on 2005 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to investigate how two first-year teachers use technology with their students. Each teacher was encouraged to use technology with students at different times in their development as teachers. One teacher participated in Iowa State University's PT3 grant project as a member of the TechCo cohort and began her career at a traditional elementary school. The second teacher was not a member of the PT3 cohort, but began her career at a school that had been a partner with Iowa State University's PT3 grant project. A case study analysis of these teachers investigated how each teacher used technology with their students and how their teacher education experience and the institutional and classroom context affected each teacher's instructional decisions and technology use with students during their initial year in the classroom. Results from this study demonstrate that these two teachers' personal conceptions about technology use with their students had an affect on how each first-year teacher used technology with her students. Each teacher used technology in meaningful ways with their students, but upon closer examination of this use, it became clear that the personal conceptions about technology use developed during teacher education were an important indicator of how they used technology with students in their own classroom. How each teacher responded to challenges of being a first-year teacher and the support they received within the institutional context could also be analyzed through their personal conceptions about how technology should be used. The study of these two first-year teachers suggests that modeling effective technology use, providing access to technology, and support for technology continue to be important factors in helping new teachers use technology. Results from this study also suggested that the beliefs formed during teacher preparation on the use of technology played a powerful role in how these first year teachers used technology with their students. These results suggest the importance of providing opportunities for preservice teachers to reflect and make conceptual connections between their preparation and practice as they develop and understand their visions of technology use in K-12 classrooms.

Supporting the Integration of Technology in the Secondary Classroom

Author : Heather M. Brown
Publisher :
ISBN 13 :
Total Pages : 109 pages
Book Rating : 4.:/5 (988 download)

DOWNLOAD NOW!

Book Synopsis Supporting the Integration of Technology in the Secondary Classroom by : Heather M. Brown

Download or read book Supporting the Integration of Technology in the Secondary Classroom written by Heather M. Brown and published by . This book was released on 2009 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This qualitative research study examined the experiences of secondary teachers when they integrated technology into their classrooms with the support of a technology coach. Teachers and the coach met to plan lessons and determine appropriate resources and technology tools that would enhance student learning. The study was conducted at a suburban high school in Pennsylvania. The teachers in the study taught a range of content areas, including English, science, special education, and English as a Second Language. Their backgrounds and comfort levels with technology varied. The study focused on meeting the current level of each individual teacher and progressing forward. Analysis of the data found that teachers reported improvement of engagement, motivation, and comprehension with their students when using technology. Teachers also valued the role of the coach for support to brainstorm ideas, co-plan lessons, co-teach lessons, and model technology tools in the classroom. New roles for students, teachers, and coaches emerged: student as expert, resource gatherer, and technical assistant. Effective professional development methods and strategies included hands-on learning and co-planning with teachers.

Integrating Information Technology in the Teaching of Social Studies in Senior High Scholls in the Cape Cost Metropolis

Author : Brandford Bervell
Publisher :
ISBN 13 : 9783656325635
Total Pages : 146 pages
Book Rating : 4.3/5 (256 download)

DOWNLOAD NOW!

Book Synopsis Integrating Information Technology in the Teaching of Social Studies in Senior High Scholls in the Cape Cost Metropolis by : Brandford Bervell

Download or read book Integrating Information Technology in the Teaching of Social Studies in Senior High Scholls in the Cape Cost Metropolis written by Brandford Bervell and published by . This book was released on 2012-12-10 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master's Thesis from the year 2012 in the subject Pedagogy - Media Pedagogy, grade: K-12, University of Cape Coast (Centre for Continuing Education), course: Information Technology in Social Studies, language: English, comment: Brandford Bervell is a Senior Research Assistant at the Centre for Continuing Education, University of Cape Coast. He hold a Bachelor of Education Degree in Social Studies as well as a Masters Degree in Technology Education. He tutors master's in technology education students basically in theoretical foundations of technology in education and modalities of technology in education. His research interest lies in technology education and in particular how technology can be effectively utilized in the teaching of social studies. He aims to pursue a PhD in Technology Education in the near future, abstract: ABSTRACT Technology has become an imperative tool in teaching and learning, offering a constructive dimension to education. Its usage cuts across all disciplines and social studies is not an exception. In view of this, using a descriptive research design, this study investigated social studies teachers' perception of technology integration, their use of technology as well as the impact of technology integration training on their instructional practice in the senior high schools of the Cape Coast Metropolis. Data were collected through the use of a questionnaire from a purposive sample of 50 social studies teachers who have completed some form of technology integration training whether formal or informal. Participants ranged in age from 21 to 60, and had an average of 11 years of teaching experience. Social studies teachers in this study generally had a positive perception towards technology integration and the unparallel importance it brings to bare in the social studies classroom. However, they did not have the requisite competencies that will cushion their desire to tailor their instruction around technology, even though they have had some

Disruptive Classroom Technologies

Author : Sonny Magana
Publisher : Corwin Press
ISBN 13 : 1506359086
Total Pages : 123 pages
Book Rating : 4.5/5 (63 download)

DOWNLOAD NOW!

Book Synopsis Disruptive Classroom Technologies by : Sonny Magana

Download or read book Disruptive Classroom Technologies written by Sonny Magana and published by Corwin Press. This book was released on 2017-05-04 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ensure your technological integration is leading to deeper learning! Have we developed, at considerable cost and effort, classrooms that are digitally rich but innovation poor? Timely and powerful, this book offers a new framework to elevate instructional practices with technology and maximize student learning. The T3 Framework helps categorize students’ learning as translational, transformational, or transcendent, sorting through the low-impact applications to reach high-impact usage. Teachers and leaders will find: Examples of technology use at the translational, transformational, and transcendent levels Activities, guides, and prompts for deeper learning Evaluative rubrics to self-assess current technology use, establish meaningful goals, and track progress This guide helps teachers and leaders realize the potential of modern teaching and learning tools to unleash students’ passion for limitless learning. "We need to build collaborative communities of students using the social media aspects of technology to change classroom conversations from monologue to dialogue, increasing student impact questions, and allowing errors. This is the core of Magana’s claims, and how we’ll see technology really make the difference we’re after!" —John Hattie, Laureate Professor, Deputy Dean of MGSE, Director of the Melbourne Education Research Institute "Fresh, innovative, and revolutionary, Magana′s T3 Framework promises to challenge the status quo and invite disruptive practices in educational technology." —Yong Zhao Author, World Class Learners "The T3 Framework is a brilliant breakthrough in our understanding and use of technology for learning." —Michael Fullan, Professor Emeritus OISE/University of Toronto, Canada